Journal of Digital Convergence (디지털융복합연구)

The Society of Digital Policy and Management (한국디지털정책학회)
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Difference in Self-Directed Ability by Elementary School Students' Extraversion-Introversion Personality Type -Based on After-School Lecturers-

초등학생의 외향성-내향성 성격유형에 따른 자기주도 학습능력의 차이 -방과 후 학교 참여자 중심으로-

  • Jo, Myeong-Gi (Department of Liberal Arts, Kwangju Women's University) ;
  • Jeong, Seon-Ri (Dept. of Entrepreneurship Graduate School Convergence, Honam University)
  • 조명기 (광주여자대학교 교양과정부) ;
  • 정선리 (호남대학교 사회융합대학원 창업학과)
  • Received : 2021.08.17
  • Accepted : 2021.09.20
  • Published : 2021.09.28
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Abstract

This study aims to investigate whether differences in self-directed learning ability according to the personality types of learners occur in after-school programs and the difference in self-directed learning ability according to extroversion and introversion personality types was analyzed for 12 elementary school students in Jeollanam-do who voluntarily participate in after-school programs. As a result of this test, there was no difference in self-directed learning ability in accordance extraversion and introversion. It is judged that when elementary school students are freed from the sense of duty of passive learning participation, introverted students can also pioneer and develop learning methods suitable for them. Based on this, the limitations and implications of the study and next research direction was presented.

연구는 방과후 학교 프로그램에서도 학습자의 성격유형에 따른 자기주도 학습능력의 차이가 발생하는지 알아보고자, 자발적으로 방과 후 학교 프로그램에 참여하고 있는 전남지역 12개 초등학생들을 대상으로 외향성과 내향성 성격 유형에 따른 자기주도 학습능력의 차이를 분석하였다. 연구 결과 외향성과 내향성에 따른 자기주도 학습능력의 차이가 발생하지 않았다. 이는 초등학생들이 피동적인 학습 참여 상황의 의무감에서 벗어났을 때 내향성의 학생들도 자신에게 적합한 학습 방법을 개척하고 개발할 수 있다는 것으로 판단된다. 이를 바탕으로 연구의 한계점과 시사점, 향후 연구 방향을 제시하였다.

Keywords

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